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| Difficulty Level | 2 |
| Paired Associate Learning | 2 |
| Task Performance | 2 |
| Affective Behavior | 1 |
| Cognitive Style | 1 |
| Intelligence Quotient | 1 |
| Intermediate Grades | 1 |
| Mild Mental Retardation | 1 |
| Recall (Psychology) | 1 |
| Self Concept | 1 |
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Peer reviewedThurlow, Martha L.; Turnure, James E. – Journal of Experimental Child Psychology, 1972
Study investigated the effects of task difficulty on the paired-associate learning of retardates when extended elaboration conditions are employed. (Authors)
Descriptors: Difficulty Level, Mild Mental Retardation, Paired Associate Learning, Recall (Psychology)
Peer reviewedAugust, Gerald J.; Rychlak, Joseph F. – Journal of Educational Psychology, 1978
Fifth-grade children prerated both abstract and concrete nouns for likability, and paired-associate lists were constructed by pairing nouns. High self-concept children learned liked noun pairs more efficiently than disliked pairs, while the low self-concept children learned disliked noun pairs more readily. These self-concept patterns were most…
Descriptors: Affective Behavior, Cognitive Style, Difficulty Level, Intelligence Quotient
